OKLAHOMA SCHOOL TESTING PROGRAM - ENGLISH LANGUAGE ARTS & MATHEMATICS 2021-2022 GRADE 7
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OKLAHOMA
SCHOOL TESTING PROGRAM
PARENT, STUDENT, AND TEACHER GUIDE
ENGLISH LANGUAGE ARTS
& MATHEMATICS
2021–2022 GRADE 7Oklahoma School Testing Program
Administration Dates
Testing Dates
2021–2022 School Year
Multiple-Choice
English Language Arts andTests
Mathematics
April 10–24, 2012
Online Testing Window
April 20–May 17, 2022
Paper Testing* Window
April 20–May 3, 2022
*under special circumstances only
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30009. Copyright © 2022 by the Oklahoma State Department of Education. All rights reserved. Only State of Oklahoma educators and citizens may
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reproduction of this document, in whole or in part, requires written permission of the Oklahoma State Department of Education and the publisher.
All brand and product names found in this publication are the trademarks of their respective owners.
Page ii Grade 7 Parent, Student, and Teacher GuideDear Families and Educators,
In order to expand instructional time and optimize student learning, the Oklahoma School
Testing Program (OSTP) takes place in the final weeks of the school year for elementary and
middle school students. Districts may select the dates that best fit their academic calendars
https://sde.ok.gov/office-assessments Preliminary
within the approved testing window located at https://sde.ok.gov/office-assessments.
test results will be available online in June to families through the Oklahoma Parent Portal.
To access the Oklahoma Parent Portal and view past or new test results for your student,
visit https://okparentportal.emetric.net/login
https://okparentportal.emetric.net/login. To create an account, you will need your student’s
10-digit Student Testing Number (STN) and date of birth. If you do not know your student’s
STN please contact your student’s school. The Oklahoma Parent Portal can help families monitor
academic progress over time as well as provide specific information on needed support or
enrichment to keep the momentum building.
For an overview of the tests and digital version of the OSTP Parent, Student and Teacher Guides
please visit https://sde.ok.gov/oklahoma-school-testing-program-ostp-families
https://sde.ok.gov/oklahoma-school-testing-program-ostp-families. In the guides, you
will find an explanation of what is covered in each test and sample questions to become familiar
with the test format. These will help you and your student understand what to expect.
OSTP tests measure your student’s progress in learning the Oklahoma Academic Standards for
English language arts, mathematics and science. To learn more about the subject standards,
which show what students should know and be able to do in each grade level, please
visit https://sde.ok.gov/oklahoma-academic-standards
https://sde.ok.gov/oklahoma-academic-standards.
If you have questions, please contact your school or the State Department of Education at
(405) 521-3341 or assessments@sde.ok.gov
assessments@sde.ok.gov.
Sincerely,
Joy Hofmeister
State Superintendent of Public InstructionTABLE OF CONTENTS
Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Superintendent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The Oklahoma School Testing Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Helping Your Student Prepare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Grade 7 English Language Arts (ELA). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What is my student learning?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How can I help my student at home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
English Language Arts Practice Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Grade 7 Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
What is my student learning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
How can I help my student at home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Mathematics Practice Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INSIDE BACK COVER
Page 2 Grade 7 Parent, Student, and Teacher GuideTHE OKLAHOMA SCHOOL TESTING PROGRAM
Federal law requires all students to be assessed in English Language Arts (ELA) and Math each
year in grades 3–8 and once in high school. Federal law also requires students to be assessed
in Science once in grades 3–5, 6–9, and 10–12. The grade and subject level tests delivered
through the Oklahoma School Testing Program (OSTP) meet federal law. Oklahoma educators
were instrumental in building our state tests to ensure alignment to our Oklahoma Academic
Standards (OAS). State tests provide a common measure of students’ performance relative to
our academic standards. The Oklahoma Academic Standards (OAS) serve as a road map for
what students should know and be able to do at each grade-level. Measuring real-world skills
like problem-solving and critical thinking, state tests provide a valid way to measure students’
progress in gaining the knowledge, skills, and abilities they need to be ready for the next grade,
course, or level. Results from state tests can be used to inform school or district level changes to
programs and curriculum. They also help schools measure how students in a given class, school,
or district are performing in relation to other students who take the same test. As such, OSTP
State Tests serve as a component of the state’s accountability system—the Oklahoma School
Report Card.
This year, students in grade 7 will take assessments in English Language Arts (ELA) and
Mathematics. This Parent, Student, and Teacher Guide contains information to give you an idea
of what your student is learning and being tested on and how you can help at home.
Helping Your Student Prepare
As a parent, there are a number of ways that you can support your student’s learning habits on a
daily basis that will help him or her be more prepared when it’s time to be tested.
Here are some ideas to consider before your student takes a test.
• Make sure your student gets plenty of rest and has a well-balanced diet.
• Reassure your student that the test is just one opportunity to show what he or she knows.
Classwork, projects, and other tests also show how much a student has learned throughout
the year.
Grade 7 Parent, Student, and Teacher Guide Page 3GRADE 7 ENGLISH LANGUAGE ARTS (ELA)
What is my student learning?
In grade 7, students begin to read challenging, complex texts closely and deeply. They can cite
multiple instances of specific evidence from texts to support their claims and interpretations. By
the end of grade 7, students recognize the effect of setting, plot, and characters on the author’s
purpose, theme, and tone of a text. Students not only react to a text, but can also provide an
objective summary. Students begin to compare and contrast different interpretations of a topic
across several texts, identifying how writers craft their presentation of key information and
choose to highlight certain facts over others. Students trace how an argument develops within
a text and assess the validity of the evidence. Students participate in discussion, make their
reasoning clear to their listeners and readers, and recognize the contributions of various group
members. Their vocabulary has developed to the point where they can distinguish between literal
and metaphorical meaning and can analyze the effect of specific word choice on tone. Students
develop a more sophisticated understanding of sentence structure and the role it plays in reading
and writing.
How can I help my student at home?
• Make time to read with your student. You can read different books silently in the same
room, or you can read the same book.
• Ask your child about the book she or he is currently reading. Which characters are most
relatable? What will happen next? What was the point of the story?
• Think of a current topic in the news and find an op-ed about it. Read it with your child,
and discuss its major points. Then brainstorm arguments for an opposing viewpoint on the
topic.
• Keep a list of new or interesting words you find in the books and news that you and your
child read. Display the list in a prominent place like the refrigerator or bathroom mirror.
• Find an interesting sentence from a book or news story. Copy it down, and work with your
student to imitate its sentence structure with a new sentence of your own. Discuss what
makes the sentence structure interesting and what effect it may have on the reader.
Page 4 Grade 7 Parent, Student, and Teacher GuideEnglish Language Arts Practice Questions The OSTP Grade 7 ELA Assessment consists of selected-response (multiple-choice) and short constructed response questions designed to measure our Oklahoma Academic Standards. The practice questions you see here represent the types of questions and interactions your student will see when they take the state test. The tests are designed to be administered on the computer and feature a variety of tools and interactive questions that are more engaging and aligned with 21st century teaching and learning practices. The OSTP Practice Test platform can be accessed using the information shown below: URL: https://okpracticetest.cognia.org/student/login Login credentials are not required for the Practice Test. Use the drop-down menu under “Select a Test” to select OSTP Practice Test. Then click “Go.” Note: If login credentials are requested, clear your browser’s cache and relaunch the Practice Test. A student’s performance on the sample items provided in the OSTP Practice Test platform and in this guide does not predict their overall performance on the OSTP Assessment. The purpose of the sample items is to allow students and parents to familiarize themselves with the types of questions that may be seen. An explanation as to why a particular response is correct or incorrect is located at the end of this guide with the answer key. For more information about the Grade 7 ELA Standards and/or Assessment, visit the Test and Item Specs at https://sde.ok.gov/sites/default/files/documents/files/OK_21-22_TIS_ELA_G7_ADA.pdf. Grade 7 Parent, Student, and Teacher Guide Page 5
Directions
Read each question and choose the best answer. Then mark your answer on
the answer document. Make sure you find the question number on the answer
document that matches the question number in the English Language Arts Test.
671049 Shared Stimulus - 2018-2019 Practice Test Book Fair, The
You will now read two related passages and answer the questions that follow.
Some of these questions may ask you to compare the two passages.
The Book Fair
1 Our school holds an annual book fair each January, where new and used
books are available for students to purchase. Our librarian, Mr. Egan, is
the school sponsor for it. Traditionally, the seventh grade students are
responsible for the planning, set-up, and selling at the fair. I am sure
that Mr. Egan consulted our teacher, Ms. Cates, for suggestions as to who
would be the student directors, and I was pleasantly surprised when he
approached me to be one of the students in charge. I was even more
surprised when he told me that the student I would be working with was
Charlie Lyons.
2 Charlie and I have known each other since kindergarten but have never
been close. Ever since we were designated partners for the science project
last year, there is very little we choose to say to each other. Needless to say,
the science project fell short of our expectations. I know that we both had
our individual ideas and strategies about the direction the project would go,
but we just found it difficult to work together. In light of that event, I was
dumbfounded that Mr. Egan and Ms. Cates found us a suitable match.
63 At the initial meeting with Mr. Egan, we divided the responsibilities
between us. I would be in charge of setting up the room and getting the
volunteers to work the sale for all three days. Charlie would be in charge
of all the books. We were both quite satisfied with our jobs, and even more
satisfied that there would be little contact between us.
4 I left the meeting and immediately started thinking of what I needed to
do. With only two weeks to plan, I knew I could not procrastinate.1 I enlisted
John, Mark, Kaylee, and Rachel to help me with the set-up and twelve other
classmates to work at the fair. I figured that, between Mr. Egan, the friends
who volunteered to help, and me, we would be just fine. My mom and
Kaylee’s mom volunteered to help out, too. They would give us more adult
supervision in case any unforeseeable problems occurred.
5 The second meeting among Mr. Egan, Charlie, and me was scheduled for
exactly one week before the fair was scheduled to open. Charlie was absent
that day, and I anticipated that Mr. Egan would postpone the meeting for
another day. He said that he would meet with me anyway because he had a
librarian’s conference to attend the next two days. Mr. Egan said he would
be in touch with Charlie when he returned from the conference. He asked
about how my preparations were going, and I provided him with a detailed
report. He seemed satisfied and said he would see me at the set-up.
6 I tried on two separate occasions to initiate a conversation with Charlie
about the progress he was making, but each time his response was,
“Everything’s cool.”
7 On the day of the set-up, my friends and I arrived, only to find Charlie
with his head in his hands, surrounded by a zillion boxes of books. I asked
him, “Charlie, what’s wrong?”
8 He responded, “I think I’ve got a problem. There are a lot more books
here than I anticipated. I thought I could do it all by myself. I’m up a creek
without a paddle. Will you help me?”
9 My initial impulse was to say, “No, this is your mess. Figure it out.” But
instead I responded, “Sure, Charlie. Let me see if I can get some people to
lend us a hand.”
10 All in all, the book fair was a success, but I would have preferred not to
have the last-minute panic situation that we did.
11 After the book fair was over, I could not stop wondering what Mr. Egan
was thinking when he put us together, so I asked him. His reply was quite
simple, “You see, I knew that this would be a great experience for both
of you. It wasn’t so much about running the book fair as it was a lesson
in how important it is to communicate and to work alongside others when
necessary.”
12 I think he accomplished his goal.
1
procrastinate: to put off doing something
7724923 A Summer Adventure passage (poem)
Read this passage, which goes with the previous passage. Then answer the
questions that follow.
A Summer Adventure
1 The first month of summer vacation was thrilling.
Swimming
Picnics
Hanging out with friends
5 It could not get better.
Month two was a different story.
My friends and I got bored with the “fun.”
We needed to find something new
To do with our time
10 We dreamed of going to the amusement park.
Giant roller coasters
Ferris wheels
Bumper cars
It would be the highlight of the summer
15 Our parents agreed that it would be great.
Joe’s mom would drop us off.
Kate’s dad would pick us up.
But they also agreed we had to buy our own tickets.
Disappointed, we sat around feeling glum.
20 None of us had much money.
What could be done?
Then Sheila spoke up.
A car wash was the answer.
8Abby and Mike would make the signs.
25 Sheila, Juan, and Tim would wash.
Kate, Tony, and Maria would dry.
Lucia and Francisco would collect the money.
Excited by the idea of the amusement park,
We worked together to make it successful.
30 People came from around town, and we
Were pleased with our success.
And we decided that our day at the amusement park
Was the best day yet.
9148089A Choice - Book Fair, Thet
1 The author’s use of hyperbole in paragraph 7 of “The Book Fair”
helps the reader understand
A where Charlie has to go.
B the extent of the problem.
C how the narrator is feeling.
D the satisfaction Charlie feels.
618646 Choice - Book Fair, Theon
2 In “The Book Fair,” how is Mr. Egan important to the plot?
F He helps the narrator understand the value of cooperating with others.
G He provides the organizational skills needed for the narrator and Charlie
to be successful.
H He serves as the adult sponsor if there are problems that the students
cannot resolve themselves.
J He attempts to help the narrator and Charlie become friends by assigning
them to work together.
160842A Choice - Book Fair, The
3 Which idea is most related to the theme of “The Book Fair”?
A being patient
B working hard
C paying attention
D being cooperative
10648004 Extended Text - The Book Fairt
4 Explain the most likely reason the authors used the first-person
point of view in the passages. Provide evidence from the passages
to support your answer.
11671055 Shared Stimulus - 2018-2019 Practice Test Taking Care of Your Hair
Read this passage. Then answer the questions that follow.
Taking Care of Your Hair
cuticle
cortex
medulla
1 We have about 100,000 hairs on our heads. Each hair shaft has three
layers, with the cuticle, or outside layer, protecting the two inner layers.
2 Shiny hair is a sign of health because the layers of the cuticle lie flat and
reflect light. When the scales of the cuticle lie flat they overlap tightly, so
the inner layers are well protected from heat, sun, chlorine, and all the
other hazards that can come from living in our environment. When hair
is damaged, though, the scales may separate and hair can become dry.
Because the scales on dry hair don’t protect the inner two layers as well,
hair can break and look dull.
3 The type of hair a person has—whether it’s straight or curly—can also
affect how shiny it is. Sebum1 covers straight hair better than curly hair,
which is why straight hair can appear shinier.
4 Depending how long a person’s hair is or how fast it grows, the end of
each hair shaft can be a couple of years old. So the hair at the end of the
shaft could have survived a few summers of scorching sun and saltwater
and winters of cold, dry air. How well you care for your hair from the time it
emerges from the root plays a role in how healthy it looks.
1
sebum: natural oil on the hair
12Caring for Hair
5 How you take care of your hair depends on the type of hair you have,
your lifestyle, and how you style your hair.
Your hair type
6 People with dry, curly hair have different hair care needs from people with
straight, fine hair. But all hair needs to be treated gently, especially when it’s
wet. Wet hair can stretch, making it more vulnerable to breakage or cuticle
damage. That’s why using a hot blow-dryer (or other heat styling products)
on very wet hair can damage it.
7 If you’re washing your hair every day or more, it may be better to choose
a mild shampoo instead of a shampoo designed for oily hair. For some
people—especially people with fine, fragile, or combination hair (hair that’s
oily at the crown but dry on the ends)—shampoos for oily hair can be too
harsh. If you have oily hair and want to use a conditioner, choose one that’s
made for oily hair.
8 If your hair is dry, it’s a good idea to wash it less frequently. Some people
only need to wash their hair once a week—and that’s fine. Many people who
have curly hair also have dry hair. Curly and dry hair types are usually more
fragile than straight hair, so you’ll need to be especially careful about using
heat styling products. Shampoos made for dry hair and hair conditioners can
help.
Your activity level and interests
9 Do you play sports or spend a lot of time at the beach? These kinds of
things can affect your hair. For example, if you’re an athlete with oily hair,
you may want to wash your hair after working up a sweat during practice
and games. But if you’re a lifeguard or a swimmer, sun and saltwater (or the
chlorine in pool water) can dry your hair out, no matter what your hair type.
If you’re exposed to sun, wind, or other elements, you may want to use a
shampoo designed for dry hair or use a conditioner. It’s also a good idea to
wear a hat to protect your hair when you’re outdoors.
Your hairstyle
10 Heat styling products, like curling and straightening irons, can dry out
even oily hair if they’re used too much. Follow the instructions carefully, and
don’t use them on wet hair or high settings, and give your hair a vacation
from styling once in a while.
11 Regular haircuts are one of the best ways to help keep hair healthy. A
haircut can help protect the ends of your hair from splitting and damage.
In fact, cutting may actually help your hair grow better because it’s healthy
and not breaking off. As with the rest of our bodies, hair is healthiest when
we eat right, exercise, and protect it from too much sun.
13148169A Choice - Taking Care of Your Hair
5
Wet hair can stretch, making it more vulnerable to breakage or cuticle
damage.
What does the word vulnerable mean in this sentence?
A soft; flexible
B at risk; weak
C honest; truthful
D needed; of importance
618478 Choice - Taking Care of Your Hairt
6 Which sentence is the best summary of the passage?
F Regular haircuts promote healthy hair by protecting it from split ends
and damage.
G Heat drying or styling products should be used cautiously because they
can damage hair.
H Playing sports or spending time out in the sun on a regular basis can
affect the health of a person’s hair.
J An individual’s hair type and how that hair type is cared for can
determine if a person will have healthy hair.
14648023 Choice - Taking Care of Your Hair
7 Which sentence from the passage is an opinion?
A Each hair shaft has three layers, with the cuticle, or outside layer,
protecting the two inner layers.
B When hair is damaged, though, the scales may separate and hair can
become dry.
C Depending how long a person’s hair is or how fast it grows, the end of
each hair shaft can be a couple of years old.
D For example, if you’re an athlete with oily hair, you may want to wash
your hair after working up a sweat during practice and games.
148165A Choice - Taking Care of Your Hair
8 Which source would be best for learning more about what makes
hair grow?
F a brochure about a hair salon
G a book with pictures of long hairstyles
H a magazine article about different hairstyles
J a scientific journal entry written by a hair expert
15671060 Shared Stimulus - 2018-2019 Practice Test Making Candles-Part 1
A student wrote a report on how people have made candles throughout
history. Read the first part of the report, think about what suggestions you
would make, and then answer the question.
Making Candles—Part 1
1 Did you ever wonder who developed the first candles? Well, surprisingly, there is
2 no one clear answer, but it is known that candles have been around for millennia.
3 Early Egyptians were the first to use wickless candles where cloth was
4 soaked in an oily substance. Ancient Romans created candles with wicks by
5 dipping papyrus a tall marsh plant in beeswax over and over again. Historians
6 are certain that candles have been burning around the world for a very long time.
7 All candles are made from some type of fat, oil, or waxy substance that came
8 from either a plant, insect, or animal—and sometimes even from a rock. Colonial
9 women are known to have produced the first candles in the United States by
10 boiling berries from the bayberry bush. When burned, these berries have a sweet
11 smell which creates a clean, pleasant aroma in the room.
618668 Choice - Making Candles-Part 1t
9 What change, if any, should be made to a tall marsh plant in line 5?
A papyrus a tall marsh plant,
B papyrus, a tall marsh plant
C papyrus, a tall marsh plant,
D no change
16671062 Shared Stimulus - 2018-2019 Practice Test Making Candles-Part 2
Read the next part of the report, think about what suggestions you would
make, and then answer the question.
Making Candles—Part 2
12 This process proved to be too time-consuming, however, so other options were
13 developed to be more efficient. Beeswax became the most popular substance to
14 use in candle making. Paraffin wax is currently the most-used product in creating
15 candles. Beeswax is still used today.
16 Although there are several ways to make candles by using molds, most traditional
17 candles are made by one of two other methods. One method is to dip a wick
18 over and over in melted wax repeatedly until the desired thickness is achieved. The other
19 method is to use a sheet of softened wax and roll it tightly around a wick.
648145 Choice - Making Candles-Part 2
10 What change should be made to lines 14 and 15 to best combine
these sentences into a compound sentence?
F Paraffin wax is currently the most-used product in creating candles since
beeswax is still used today.
G Even though paraffin wax is currently the most-used product in creating
candles, beeswax is still used today.
H Paraffin wax is currently the most-used product in creating candles while
beeswax is still used today.
J Paraffin wax is currently the most-used product in creating candles, but
beeswax is still used today.
17GRADE 7 MATHEMATICS
What is my student learning?
Students in grade 7 are extending their understanding of integers. They are using this
understanding to solve real-world and mathematical problems involving addition, subtraction,
multiplication, division and exponents. Students are developing an understanding of proportional
relationships, representing these relationships in a variety of ways, and using these relationships
to solve real-world and mathematical problems. Students are extending their understanding
of two- and three-dimensional figures to find area, volume, surface area, and perimeter/
circumference. Students are collecting, displaying, and analyzing data and extending their
understanding of probability.
How can I help my student at home?
• Stay positive about math! When you stay positive, your student is more likely to have a
positive mindset.
• Every day, ask your student to summarize his or her math class and teach you the concept
he or she learned that day.
• Ask your student real-world math questions.
• Have your student explain how they know their answers are correct.
• Research the math involved in different career paths.
Questions to ask your Seventh Grade Math Student:
• At the grocery store: What is the unit rate for this package of items? How much would it
cost for five of these items?
• At the store: What is the median cost of these four items?
• On the drive home: I travel 50 mph for 12 minutes, then get stuck in traffic and travel
15 mph for 20 minutes. How far have I traveled?
• Looking at the map: If one inch represents 50 miles in real distance, how far is it to
Oklahoma City from our home?
• At the fair: It costs $5 to get into the fair and $1.50 per ride. How many rides can I go on if
I have $20?
Page 18 Grade 7 Parent, Student, and Teacher GuideMathematics Practice Questions The OSTP Grade 7 Mathematics Assessment consists of selected-response (multiple-choice) and technology enhanced items (TEIs) designed to measure our Oklahoma Academic Standards. The practice questions you see here represent the types of questions and interactions your student will see when they take the state test. The tests are designed to be administered on the computer and feature a variety of tools and interactive questions that are more engaging and aligned with 21st century teaching and learning practices. The OSTP Practice Test platform can be accessed using the information shown below: URL: https://okpracticetest.cognia.org/student/login Login credentials are not required for the Practice Test. Use the drop-down menu under “Select a Test” to select OSTP Practice Test. Then click “Go.” Note: If login credentials are requested, clear your browser’s cache and relaunch the Practice Test. A student’s performance on the sample items provided in the OSTP Practice Test platform and in this guide does not predict their overall performance on the OSTP Assessment. The purpose of the sample items is to allow students and parents to familiarize themselves with the types of questions that may be seen. An explanation as to why a particular response is correct or incorrect is located at the end of this guide with the answer key. Students in grade 7 will have access to a reference sheet and a scientific calculator to use during the mathematics assessment. The reference sheet is available at oklahoma.onlinehelp.cognia.org/reference-sheets/. For the calculator policy, visit https://sde.ok.gov/documents/ostp-accommodation-manuals-companion-documents. For more information about the Grade 7 Math Standards and/or Assessment, visit the Test and Item Specs at https://sde.ok.gov/sites/default/files/documents/files/OK_21-22_TIS_Math_G7_ADA.pdf. Grade 7 Parent, Student, and Teacher Guide Page 19
Directions
Read each question and choose the best answer. Then mark your answer on
the answer document. Make sure you find the question number on the answer
document that matches the question number in the Mathematics Test.
148142A Choice - n
1 The line plot shows the number of phone calls made in one day by
students in Dorothy’s class.
X
X
X X
X X X
X X X X X
X X X X X X
0 1 2 3 4 5
Number of Phone Calls
Based on the information in the line plot, what is the probability a
student chosen at random made 2 or 3 phone calls that day?
1
A 3
B 1
10
C 2
9
5
D 9
20153322A Choice -
2 This figure shows the placemat Kenneth made using two square
pieces of paper measured in inches (in.). He cut one piece in half.
9 in.
6 in. 6 in.
9 in.
6 in. 6 in.
What is the area, in square inches, of Kenneth’s placemat?
F 42 square inches
G 54 square inches
H 99 square inches
J 117 square inches
21151038A Choice -
3 Alicia drove to her grandparent’s house. The graph below shows the
number of gallons of gas used and the distance traveled during the
trip.
Alicia’s Trip
75
Distance (miles)
50
P
25
0 1 2 3
Gas used (gallons)
According to the graph, which statement best describes point P?
A Alicia used 1.5 gallons to travel a distance of 37.5 miles.
B Alicia used 37.5 gallons to travel a distance of 1.5 miles.
C Alicia traveled at a rate of 37.5 miles per hour.
D Alicia traveled at a rate of 1.5 miles per hour.
149193A
4 Gabrielle had $300 in her checking account and $125 in her savings
account. If Gabrielle transferred enough money from her checking
account to her savings account to double the savings account
balance, what is her new checking account balance?
F $350
G $250
H $175
J $125
22649496 Shared Stimulus -
Use this information to answer the following two questions.
Three expressions are shown.
36
Expression 1 —
20
Expression 2 5(3x – 1)
1
Expression 3 – – (4x – 2)
2
649418 Choice - 7.N.1.3
5 Which number is equivalent to Expression 1?
A
B
C
D
649420 Choice - 7.A.4.1
6 Which expression is equivalent to the sum of Expression 2 and
Expression 3?
F
G
H
J
23492713
7
24480363
8
25492717
9
26492715
10
27ANSWER KEYS
English Language Arts
Number Reporting Category Item Distractor Rationales
A. The reference to Charlie being surrounded by “a zillion boxes of books” does
not describe where Charlie has to go.
B. Correct. The reference to Charlie being surrounded by “a zillion boxes of
books” describes how overwhelmed Charlie appears in getting his part of the
1 Critical Reading/Writing project finished.
C. The reference to Charlie being surrounded by “a zillion boxes of books” does
not describe how the narrator is feeling.
D. The reference to Charlie being surrounded by “a zillion boxes of books” does
not describe the satisfaction that Charlie is feeling.
F. Correct. At the end of the passage when the narrator questions Mr. Egan
about his rationale for teaming the narrator and Charlie together, Mr.
Egan replies that his intent was for the boys to see the importance of
communication and working together.
G. Though Mr. Egan meets with Charlie and the narrator periodically about how
their preparations are going, based on the passage he did not provide any
2 Critical Reading/Writing
strategies for their work. He left it all up to them.
H. Though Mr. Egan is the school sponsor of the book fair, there is no indication in
the passage that he intervened when Charlie was unable to get his part of the
project completed.
J. Though Mr. Egan paired the narrator and Charlie together, there is no indication
in the passage that his motivation was to strengthen a friendship.
A. While the narrator was frustrated with Charlie’s lack of getting the job done,
being patient was not a concept the narrator learned in this passage.
B. The narrator was a hard worker and a planner in the passage, so the narrator
did not have to learn the value of working hard.
3 Critical Reading/Writing
C. Neither Charlie nor the narrator needed to learn about paying attention in this
passage.
D. Correct. What the narrator learned in this passage is the importance of
working together and supporting each other.
Page 28 Grade 7 Parent, Student, and Teacher GuideEnglish Language Arts
Number Reporting Category Item Distractor Rationales
Correct Response
Score Description
2 The response provides a relevant explanation of why the author uses first-person
point of view. Evidence is provided to support the response.
1 The response provides a somewhat relevant explanation of why the author uses this
point of view or does not provide evidence to support the response.
0 The response does not fulfill the requirements of the task. The response is incorrect,
irrelevant, or missing.
Blank
Possible Correct Answers:
• The passage is written in the first–person point of view so that the reader can
experience the events through the narrator’s eyes.
• The passage is written in the first–person point of view because the author
uses this point of view to reveal the thoughts and actions of the narrator as
4 Critical Reading/Writing the story unfolds.
Possible Support from Passage:
• “I was even more surprised when he told me that the student I would be
working with was Charlie Lyons.” (paragraph 1)
• “In light of that event, I was dumbfounded that Mr. Egan and Ms. Cates found
us a suitable match.” (paragraph 2)
• “With only two weeks to plan, I knew I could not procrastinate.” (paragraph 4)
• “He asked about how my preparations were going, and I provided him with a
detailed report. He seemed satisfied and said he would see me at the set-up.”
(paragraph 5)
• “My initial impulse was to say, ‘No, this is your mess. Figure it out.’ But instead
I responded, ‘Sure, Charlie. Let me see if I can get some people to lend us a
hand.’” (paragraph 9)
• “After the book fair was over, I could not stop wondering what Mr. Egan was
thinking when he put us together, so I asked him.” (paragraph 11)
Other responses are acceptable if supported by relevant details from the text.
A. “Vulnerable” means at risk or weak, not soft or flexible.
B. Correct. In the passage, it indicates that wet hair should be especially treated
5 Vocabulary gently because it is more prone to damage.
C. “Vulnerable” means at risk or weak, not honest or truthful.
D. “Vulnerable” means at risk or weak, not needed or important.
F. This is a detail presented in the passage about how to promote healthy hair,
not a summary of the passage.
G. This is a detail presented in the passage about how to promote healthy hair,
not a summary of the passage.
6 Reading/Writing Process
H. This is a detail presented in the passage about how to promote healthy hair,
not a summary of the passage.
J. Correct. The passage is about how to care for different types of hair and the
elements that can help determine whether an individual has healthy hair.
Grade 7 Parent, Student, and Teacher Guide Page 29English Language Arts
Number Reporting Category Item Distractor Rationales
A. This is a fact presented in the passage.
B. This is a fact presented in the passage.
7 Critical Reading/Writing C. This is a fact presented in the passage.
D. Correct. The use of the words “you may want to” helps the reader to infer that
this is a suggestion, not a fact.
F. A secondary source such as a brochure would most likely be advertising
services the hair salon provides, not what makes hair grow.
G. A secondary source such as a book of hairstyles would not provide information
on what makes hair grow.
8 Research
H. A secondary source such as an article about hairstyles would not provide
information about what makes hair grow.
J. Correct. A primary source such as a scientific journal entry written by a hair
expert would be the best source for information about what makes hair grow.
A. This appositive needs a comma before and after the phrase.
B. This appositive needs a comma before and after the phrase.
9 Language C. Correct. The appositive “a tall marsh plant” needs a comma before and after
the phrase.
D. This appositive needs a comma before and after the phrase.
F. This is a complex sentence with the wrong conjunction used in regards to the
relationship of ideas being combined.
G. This is a complex sentence.
10 Language
H. This is a complex sentence.
J. Correct. The use of the conjunction “but” preceded by a comma combines
these two sentences into a compound sentence.
Page 30 Grade 7 Parent, Student, and Teacher GuideBlank Grade 7 Parent, Student, and Teacher Guide Page 31
Mathematics
Number Reporting Category Item Distractor Rationales
A. The student compared the number of phone calls asked about, 2, to the total
number of phone calls shown, 6.
B. Balance distractor
1 Data & Probability
C. Balance distractor
D. Correct. The student demonstrated an ability to express probability as a
fraction.
F. The student added all numbers shown on the figure.
G. The student computed 9×6.
Geometry &
2 H. The student focused on the middle square and saw the two 9s.
Measurement
J. Correct. The student demonstrated an ability to find the area of a composite
figure to solve a real-world problem.
A. Correct. The student demonstrated an ability to represent a proportional
relationship with a verbal description.
3 Algebraic Reasoning B. The student confused the x and y axes.
C. The student focused on the y-value and chose a common relationship.
D. The student focused on the x-value and chose a common relationship.
F. The student found the amount that needed to be transferred, $125, then
doubled it to get $250, and then added that to the existing $125.
G. The student doubled the savings account balance.
4 Number & Operations
H. Correct. The student demonstrated an ability to solve a real-world problem
involving addition, subtraction, and multiplication.
J. The student found the amount that needed to be transferred.
A. The student confused the numerator and denominator.
B. Correct. The student demonstrated an ability to recognize equivalent
5 Number & Operations representations of rational numbers.
C. The student made a multiplication error in the denominator.
D. The student subtracted 15 from both the numerator and denominator.
1
F. The student computed – · 4x as 8x instead of −2x and – 1 x · −2 as −1x
2 2
instead of 1x.
1
G. The student computed – · 4x as 8x instead of −2x.
6 Algebraic Reasoning 2
H. Correct. The student demonstrated an ability to use the properties of
operations to generate equivalent algebraic expressions.
1
J. The student computed – × −2 as −1 instead of 1.
2
Page 32 Grade 7 Parent, Student, and Teacher GuideMathematics
Number Reporting Category Item Distractor Rationales
Sample Distractor Rationales:
Correct
7 Number & Operations
Incorrect
The student thought fractions with the same numerator are equivalent.
Sample Distractor Rationales:
Correct
(-6, 6) (2, 6) (2, 1)
Geometry & Incorrect
8 (2, –2) (10, –2) (10, –7)
Measurement
The student thought ABC and A’B’C’ were the same triangle.
(–6, –10) (2, –10) (–6, 6)
The student confused 8 units up and 8 units down.
Grade 7 Parent, Student, and Teacher Guide Page 33Mathematics
Number Reporting Category Item Distractor Rationales
Sample Distractor Rationales:
Correct
The probability that the outcome is green is .35
The probability that the outcome is orange or green is 3/5
The probability that the outcome is not orange is 75%
Incorrect
The probability that the outcome is green is 0.7
The probability that the outcome is orange or green is 1/12
9 Data & Probability The probability that the outcome is not orange is 75%
The student chose 0.7 for green because there were 7 outcomes for green.
The student chose 1/12 for orange or green because there were 12 outcomes for
orange or green.
The probability that the outcome is green is .35
The probability that the outcome is orange or green is 3/5
The probability that the outcome is not orange is 25%
The student gave the probability of orange instead of not orange for the last blank.
Page 34 Grade 7 Parent, Student, and Teacher GuideMathematics
Number Reporting Category Item Distractor Rationales
Sample Distractor Rationales:
Correct
Incorrect
2
4
10 Algebraic Reasoning
5
7
The student confused the $2.50 and the $4.00 and used the equation
y = 4x + 2.50.
2
4
6
8
The student found the correct number of seed packets for $9.00 and then
assumed that the number of seed packets would increase by 2 for each row.
Grade 7 Parent, Student, and Teacher Guide Page 35Blank Page 36 Grade 7 Parent, Student, and Teacher Guide
ANSWER SHEET
ENGLISH LANGUAGE ARTS MATHEMATICS
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